I understand that text books are not perfectly aligned to the common core curriculum. For this reason, I am sure to plan each lesson with CCSS objectives. I do not follow the text book as it is designed but I do use it as a resource. There are many great problems, activities, and examples in the textbook that I use to save time. This lesson is a great example of this.

In the text book, there are over 15 well written word problems for a problem-solving lesson. Using these problems saves me from having to create my own. However, it is not reasonable to expect the students to solve all of these problems. It is my job to find the problems that best suit the students in my class.

Yes, the text book provides answers. However, these answers do not tell me everything I need to know when selecting problems for my students to solve. In order to appropriately assign problems to each group, I solve the problems myself. Going through the process with the students in my class in mind allows me to think about each problem as the students would.

As I solve the problems, I keep notes of the strategies I used. I consider my students' thinking, and then choose which problems would be most beneficial for each of the different color (homogenous groups) in my class. The most beneficial problems provide students with a challenge yet they are attainable. I want students to demonstrate perseverance when faced with a challenge, they may have to rework a problem (sometimes more than once) but for me it is important that they are able to meet success too. Students should struggle a bit, but then they should be able to succeed.

When solving the problems in this lesson, I found number 5 to be a good problem for all students to solve. It would be an easier problem for some groups and one of the more challenging problems that I assign to other groups. I always like to have one common ground problem so students from different color groups can share this experience. I have attached an example of how I assign these problems to the different color groups.

This lesson is designed for students to apply all of the fraction skills they have learned and practiced throughout our fraction unit. Students solve multiple step word problems using a variety of strategies. In solving these problems, students will have to switch between the different operations. As a warm-up to this lesson, students work together to complete these sentence starters.

When you add fractions you always... (make common denominators)

When you subtract fraction you always....(make common denominators)

You might have to .... (Regroup or make improper fractions)

When multiplying fractions you are finding a part of .... (a part)

Tip: Never multiply mixed numbers (make improper fractions).

These essential understandings summarize the very basic procedures for each of these operations. In each lesson, I have worked to help students develop the conceptual understanding for each of these operations. Students learned and practiced with WHY these problems are solved each way. These statements are meant as a quick recap, not a deep understanding.

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To launch this lesson, I choose a challenging problem from the text to solve as a group. The guided practice problem is an example of rigorous mathematics that challenges students to demonstrate perseverance because of the content (profit) and multiple steps.

I choose this problem because I want to demonstrate to students that math is not "easy" but it is "doable" when you have the right attitude and you take a strategic approach.

Using interactive modeling, the students and I break down this problem, make sense of the information provided, and then develop a strategy by finding two hidden questions to answer before solving the problem.

Interactive modeling is beneficial for all learners in the classroom, because students learn from each others' comments, suggestions, and questions.

The anchor chart for guided practice helps demonstrate how this problem was broken down and then the solution was found.

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Multiple step problems with various operations are challenging. For this lesson, I chose problems from the test book for students to solve. Students work in their color groups (homogenous groups) to solve these problems. Like the problem from the guided practice, the students are encouraged to focus on making sense of what each problem is asking and developing a plan to solve it.

Rather than have students solve the problems from this lesson in sequential order, each color group is assigned four problems that are appropriate for their level. When students solve the problems sequentially, students encounter problems that are too easy or too challenging for their level.

These video clips show students working together to make sense of problems and persevere in solving them (MP1).

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Following the group practice, students work independently to solve a problem involving adding and multiplying fractions on their own. Students explain their thinking in writing. This open response practice provides students with an opportunity to show what they know.